ENGLISH

Spoken Reading – Word Reading - Writing – transcription Writing – Writing – Writing –

Language Comprehension handwriting Composition Grammar,
Vocabulary and
Punctuation
Pupils should be taught to Pupils should be taught to Pupils should be taught to Spelling ( see appendix 1) Pupils should be taught Pupils should be taught Pupils should be
 Listen and respond  Continue to apply phonic Pupils should be taught to : to: : taught to:
appropriately to adults knowledge and skills as Develop pleasure in reading, Spell by  Form lower-case letters Develop positive Develop their
and their peers the route to decode motivation to read , vocabulary  Segmenting spoken words into of the correct size attitudes towards and understanding of the
 Ask relevant questions to words until automatic and understanding by : phonemes and representing relative to one another stamina for writing by : concepts set out in
extend their decoding has become  Listening to, discussing and these by graphemes spelling  Start using some of the  Writing narratives English Appendix 2
understanding and embedded and reading is expressing views about a many correctly diagonal and horizontal about personal by
knowledge fluent wide range of contemporary  Learning new ways of spelling strokes needed to join experiences and  Learning how to
 Use relevant strategies to  Read accurately by and classic poetry, stories phonemes for which one or letters and understand those of others ( use both familiar
build their vocabulary blending the sounds in and non- fiction at a level more spelling are already which letters , when real and fictional) and new
 Articulate and justify words that contain the beyond that at which they known, including a few adjacent to one  Writing about real punctuation
answers , arguments and graphemes taught so far, can read independently. common homophones another are best left events correctly including
opinions especially recognising  Discussing the sequence of  Learning to spell common unjoined  Writing poetry full stops, capital
 Give well- structured alternative sounds for events in books and how exception words  Write capital letters  Writing for different letters, exclamation
descriptions , graphemes items of information are  Learning to spell more words and digits of the purposes marks, question
explanations and  Read accurately words of related with contracted forms correct size, marks, commas for
narratives for different two or more syllables  Becoming increasingly  Learning the possessive orientation and Consider what they are lists and
purposes, including for that contain the same familiar with and retelling a apostrophe (singular) (for relationship to one going to write before apostrophes for
expressing feelings grapheme as above wider range of stories, fairy example, the girl’s book) another and to lower beginning by : contracted forms
 Maintain attention and  Read words containing stories and traditional tales Distinguishing between case letters and the possessive
participate actively in common suffixes  Being introduced to non homophones and near  Use spacing between  Planning or saying ( singular )
collaborative  Read further common fiction books that are homophones words that reflects the out loud what they Learn how to use
conversations, staying on words, noting nothing structured in different ways size of the letters are going to write  Sentences with
topic and initiating and unusual correspondences  Recognising simple recurring about different,
responding to comments between spelling and literary language in stories Add suffixes to spell longer,  Write down ideas statement,
 Use spoken language to sound and where these and poetry including – ment, ness, ful, less , and/or key words, question,
develop understanding occur in the words  Discussing and clarifying ly including new exclamation,
through speculating ,  Read most words quickly the meaning of words, vocabulary command
hypothesising , imagining and accurately , without linking new meanings to Apply spelling rules and guidance  Encapsulating what  Expanded noun
and exploring ideas overt sounding and known vocabulary as listed in English Appendix 1 they want to say, phrases to describe
 Speak audibly and blending when they have  Discussing their favourite sentence by sentence and specify ( for
fluently with an been frequently words and phrases Write from memory simple example blue
increasing command of encountered  Continuing to build up a sentences dictated by the Make simple additions, butterfly)
the Standard English  Read aloud books closely repertoire of poems learnt teacher that include words using revisions and  The present and
matched to their by heart, appreciating the GPC’s, common exception past tenses

Achieving together,
Fairhaven Primary School Year 2 Curriculum Overview Believing together,
Caring together.
 Participate in discussions, improved phonic these and reciting some, words and punctuation taught so corrections to their own correctly and
presentations, knowledge, sounding out with appropriate far writing by : consistently
performances, role play , unfamiliar words intonation to make the  Evaluating their including the
improvisations and accurately, automatically meaning clear writing with the progressive form
debates and without undue Understand both the books teacher and other  Subordination
 Gain , maintain and hesitation that they can already read pupils (using when,if ,
monitor the interest of  Re-read these books to accurately and fluently and  Re-reading to check that or because )
the listeners build up their fluency and those that they listen to by that their writing and coordination (
 Consider and evaluate confidence in word  Drawing on what they makes sense and that using or, and , or
different viewpoints, reading already know or verbs to indicate time but )
attending to and building background information are used correctly  The grammar for
on the contribution of and vocabulary provided and consistently Year 2 ( see
others by the teacher including verbs in the Appendix 2 )
 Select and use  Checking that the text continuous form  Some features of
appropriate registers for makes sense to them as  Proof reading to written standard
effective communication they read and correcting check for errors in English
inaccurate reading spelling, grammar Use and understand
 Making inferences on the and punctuation ( for the grammatical
basis of what is being said example, ends of terminology in English
and done sentences Appendix 2 in
 Answering and asking punctuated correctly) discussing their
questions Read aloud what they writing
 Predicting what might have written with
happen on the basis of appropriate intonation
what has been read so far to make the meaning
clear
Participate in discussion about
books, poems and other works
that are read to them and
those that they can read for
themselves, taking turns and
listening to what others say

Explain and discuss their

understanding of books, poems
and other material, both those
that they listen to and those
that they read for themselves

Achieving together,
Fairhaven Primary School Year 2 Curriculum Overview Believing together,
Caring together.
 Achieving together,
Fairhaven Primary School Year 2 Curriculum Overview Believing together,
Caring together.